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High Leverage Practices

By

Mahnoor Abbas

C01302

Placement Details

Placement

Details

High Leverage Practices (HLPs)

High

Leverage Practices

HLPs are a core set of teaching practices which improve students learning outcomes and teachers professional growth

(University of Michigan, 2016)

Selected HLPs

Selected HLPs

HLP 1

Leading a Classroom Discussion

Leading Classroom Discussions

The process whereby learners construct meaning and transform experiences into knowledge through conversations”

(Baker, Jensen & Kolb, 2002, p51)

Social Learning Theory

Peer to peer dialogue can help in building concepts and advanced learning

(Vygotsky, 1962)

UAE Teaching

Standards

UAE Teaching Standards

Effective Classroom Discussion

Effective Classroom

Discussion

Discussion Strategies

Discussion Strategies

Launching Discussions Creatively

Creative Ways of Launching Discussions

Strategy

Case Study 1

Over view

1. A Scenario is provided for the students to think and discuss their answer one by one, Peers are asked to add more points buiding a picutre

2. Graph is provided along with guided questions for discussions.

3.When the discussion reaches a point where students establish a fact

the teacher asks someone to summarize.

4.The questions asked by the students are referred to peers, encouraging them to figure out answers and construct a meaning.

5. The teacher makes a KWL chart to assess the outcomes of discussion

6. Video link is provided for the struggling students

Case Study 1

  • Year 7 Science teacher Plans a lesson with topic of discussion "comparing speed of sound in different mediums"
  • The students already have a background knowledge of sound waves
  • The teacher greets the students and introduce them to the topic
  • The rules of the discussion are explained
  • Every student had three talking tickets in the class
  • The teacher records their responses in KWL Chart
  • The teacher ends the discussion by

showing an animation

The teacher showed an animation as an ending note to close the discussion

Easiest way to build concepts

Closing Discussions

HLP 2

Explaining and Modelling content Practices and Strategies

Explaining and modelling content Practices

“The process of strategically using examples and representations to develop students understanding and correcting their misconceptions by making one’s own thinking visible through modelling and demonstration”

University of Michigan (2016)

Social Cognitive Theory

Albert Bandura states “modelling is an indispensable aspect of learning”

UAE Teaching Standards

Types of Modelling

Practices and Strategies

Salisu & Ransom, @2014

Case Study 2

Case Study 2

  • The teacher plans an online lesson with the learning objective "Compare inhalation and Exhalation during Respiration" for year 7 Science .
  • Teacher applies student centered modelling approach.
  • The teacher provides a video to watch and make a model
  • The students displayed and demonstrated their models to their peers through camera.
  • Students were asked to record observations and pin point any three differences

  • The conclusions were drawn followed by an online quiz to inform their learning.

HLP 15

CHECKING STUDENT UNDERSTANDING DURING AND AT THE CONCLUSION OF LESSONS

Checking Student

Understanding

This high leverage practice is an integral part of the formative assessments

first introduced by, Michael Scriven (1967) and later on Bloom (1968) published his work stressing upon, formative assessments are influential for higher gains in teaching- learning process

Checking for Student's Understanding

Implications on Student's Learning

  • Allows the teacher to be more responsive and adaptive to students
  • Allows the teacher to adjust her lesson
  • Instil a sense of responsibility in the students helping them in learning concepts for lifelong learning
  • Students can guide their learning and judge their quality of work
  • Teacher feedback is important for students to advance their learning

UAE Teaching Standards

Tools for Checking Students Understanding

Assessment Tools

Case Study 3

  • The teacher plans a lesson for year 7 science Topic: Types of waves
  • The teacher uses an entry ticket activity to check their understanding of wave properties before heading to learning the types of waves
  • The entry ticket was matching the property of wave to its respective definition by taking help from images
  • The students self assess their work and commented the score which is taken as aguide by the teacher to modify lesson plan
  • Teacher uses polly (onine poll) to check understanding during the lesson.
  • Cold call questions asked from students to check their understanding of the topic.
  • Microsoft forms was used to check understanding at conclusion of lesson
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